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1、新課標(biāo)在中學(xué)已經(jīng)實(shí)施多年,其核心理念在課堂教學(xué)中有所體現(xiàn),教學(xué)上有了一些明顯的變化,但離預(yù)期的效果還是有很長(zhǎng)的距離。課堂教學(xué)中仍存在許多的問(wèn)題,最突出的是教學(xué)的有效性問(wèn)題。本文作者就教學(xué)有效性問(wèn)題對(duì)溫州一所中學(xué)的英語(yǔ)課堂教學(xué)進(jìn)行了初步探討。
該研究所涉及到的是溫州一所農(nóng)村中學(xué)的英語(yǔ)課堂教學(xué)。在研究的過(guò)程中,筆者結(jié)合語(yǔ)言教學(xué)理論,圍繞著幾個(gè)重要方面進(jìn)行了探究。如,教師的課堂教學(xué)行為、課堂提問(wèn)策略、教師教學(xué)觀念、學(xué)生學(xué)習(xí)認(rèn)知以
2、及教師課堂教學(xué)實(shí)踐等。筆者通過(guò)課堂觀察、師生問(wèn)卷調(diào)查、基于同課異構(gòu)下的案例研究以及師生訪談的方式直觀了解課堂教學(xué)效果的現(xiàn)狀,并對(duì)研究結(jié)果與收集的信息進(jìn)行客觀分析。使用這些研究方法對(duì)研究具有實(shí)際的意義,這有助于獲得客觀、真實(shí)、有效的資料與數(shù)據(jù)。此外,對(duì)問(wèn)題具體、詳細(xì)地分析極大地助于探索課堂教學(xué)有效性現(xiàn)狀的真實(shí)原因。
經(jīng)過(guò)調(diào)查研究,筆者得出以下的結(jié)論:英語(yǔ)課堂教學(xué)效果不令人滿意的主要原因在于教師的教學(xué)理念。他們無(wú)法內(nèi)化新課標(biāo)的
3、教學(xué)要求,無(wú)法適應(yīng)新時(shí)期課堂教學(xué)的轉(zhuǎn)變,這直接導(dǎo)致了教師難以調(diào)整與采取適當(dāng)?shù)慕虒W(xué)行為。教學(xué)設(shè)計(jì)死板,缺乏新穎性;教學(xué)方法運(yùn)用不當(dāng),以及教師的課堂管理與決策意識(shí)淡薄。從學(xué)生層面來(lái)看,他們自身沒(méi)能養(yǎng)成良好的學(xué)習(xí)習(xí)慣與效果意識(shí),不知道應(yīng)用正確的學(xué)習(xí)策略。課堂教學(xué)的現(xiàn)狀也深刻地反映了英語(yǔ)教師在課堂教學(xué)方面的自我反思能力差、校本教研意識(shí)欠缺等等。對(duì)此,筆者根據(jù)現(xiàn)狀提出了一些提高教學(xué)有效性的建議。通過(guò)該研究,筆者在教學(xué)中的發(fā)現(xiàn)對(duì)課堂實(shí)踐提供了有價(jià)值
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